Abstract
The Effectiveness of Critical Thinking in Higher Education
Highlights
The level related to the explanation of the critical thinking concept to students by their pedagogues results from findings where 31% of students express themselves at the level several times but not often, 23% are neutral, 22.5% say that this concept is rarely explained, 12.5% are expressed usually or very often, and 11% say that this concept has never been explained to them
In 29% of students the definition of the critical thinking concept has been developed several times, but not often along the course or course programme, 26.5% stated that definitions of critical thinking concept were rarely developed, 21% expressed neutrally, 12.5% never, and 11% with usually or very often
This study was designed to investigate the perceptions of students about how the university as an educational institution encourages them to express critical thinking
Summary
Teach people to make good decisions and you equip them to improve their own futures and become contributing members of society, rather than burdens to society. Becoming educated and practicing good judgment does not absolutely guarantee a life of happiness, virtue, or economic success, but it surely offers a better chance at those things. It is clearly better than enduring the consequences of making bad decisions and better than burdening friends, family, and all the rest of us with the unwanted and avoidable consequences of those poor choices. What are some of the basic skills that school should teach students to promote critical thinking? This paper focuses on the university as the basic educational institution that should promote the preparation of students with the ability to express and apply critical thinking to every link of their student, professional, or academic performance in the future. How does school promote these strategies or teaching methods to students?
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